Spanish universities have carried out a number of changes derived from the largest social changes that have occurred in recent years. In this article, we shall only highlight two of these that may have had some influence on the new processes of integration and the generation of identity at university. Firstly, there was the demographic growth of the 1970s, which tripled the number of students entering university; nowadays almost fifty per cent of young people go into higher education. This generalised access to university has led to an increase in heterogeneity, a diversity of origins, profiles, cultural capital, competences and motivations among students. The new composition implies a diversification of student expectations and needs and, therefore, of their demands of the institution (Consell Social UAB, 1989; Masjuan, 2004; Troiano, 2005). Secondly, in consideration of the changes to the profiles of students as a result of university expansion the entry of Spain and other countries in the EHEA has led to changes in teaching methods, which have centred learning on the student. This has led to an increase in teaching methodologies related with continuous assessment, problem-based learning, the active participation of students, working in groups etc. As shown below, the analysis of the implementation of the Bologna Process to different degree courses has not been uniform either in time or in the specific types of pedagogic practices. However, in general, it has meant that the old profile of a student who was able to collect the program for a subject at the start of the year and not reappear in class until examination day is far less viable these days.